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Preparing to lead change
- 1. Preparing to leadchange ….. Dr Jill Willis QUT jill.willis@qut.edu.au #leadingchange October 17th 2013
- 2. “People say nothingis impossible, but I do nothing everyday” Winnie-the-Pooh A. A. Milne. ……..can I have some of that please?
- 3. Think of a coupleof reasons why this might be?
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- 5. “Traditional approaches tolearning are no longer capable of coping with a constantly changing world....play becomes a strategy for embracing change” Thomas, D. & Seely Brown, J. (2011) A new culture of learning. Cultivating the imagination for a world of constant change. Lexington
- 6. Change? Everyone in! Leadingchange means influencing others to learn new practices
- 7. Preparing to lead change Ohno, she will never change! Do I believe that people can change? I don’t need to change
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- 9. Change = learning Howwould an understanding of fixed and growth mindsets help you support others to learn?
- 10. Preparing to lead change Ohno, she will never change! Do I believe that people can change? I don’t need to change Do I have a clear vision for what needs to change?
- 11. 1. What isthe purpose of your project (or today?)? Brainstorm – What do I want people to learn?
- 12. Make sure thevision is shared…
- 13. Select 1 or2 purposes
- 14. 2. What evidencewill demonstrate success?
- 15. You have tobe precise about how you will measure success. In this illusion, the two lines appear quite different lengths, but if you measure them, they are the same length. The perspective has made all the difference. Take the time to adjust perspectives, and inquire and decide how or what you will ‘measure’.
- 16. How will Imeasure success? The dominance of data John Hattie, Professor of Education University of Auckland analysed 200,000 ‘effect-sizes’ from 180,000 studies representing 50+million students and covering almost every method of innovation. A typical effect size is .4 Anything below a .4 does not achieve significant gain for students. An effect size of 1 is advancing a student’s learning by a year. What are principals paying attention to? https://www.det.nsw.edu.au/profl earn/docs/pdf/qt_hattie.pdf
- 17. 3. What activitiesare needed to generate this evidence?
- 18. Your answer mightbe: annotate sample assessment before planning teaching What might be the purpose of the learning? What will success look like? What new skills or knowledge might learners need to do this new practice? Additional resources are available on the website www.weannotate.org
- 19. 4. What are2 or 3 things that only I can do to support other learners in these activities?
- 20. Leading change What mattersin the process of change? 1. Successful sustainable change starts from where people are at. 2. Real change happens when all individuals and communities are learning 3. People change when they believe that what they are being asked to do has integrity 4. Effective professional learning takes place when teachers and others engage in collaborative enquiry. Learning and Teaching Scotland. (2010) Change matters: From ideas to action.
- 21. Leadership that promoteslearning • Developing inquiry habits of mind • High expectations of leaders, teachers and students to learn and change. No one is let off the hook. • “We need to rethink what we are doing? How can we find out what will make a difference?” • Using relevant evidence – integrating 2 kinds of evidence • Evidence about student learning • Evidence about teaching practice that relate directly to the aspect of student learning being discussed. • Accessing expert knowledge • Professional learning focussed on cycles of inquiry into students’ needs • Building theory and practice together • Relationships of respect and challenge • Collegiality or congeniality? Helen Timperley (2011) Realizing the power of professional learning. Open University Press. Maidenhead.
- 22. Increasing favourability: • Evan Rogers(2003) wrote about the rate of adoption of new ideas. He states that he rate of adoption and utilization of new ideas and innovations is influenced by how they are perceived and framed. If it is not an easy fit, he advises that leaders need to reframe it for participants so it becomes an easy fit. He identifies that people will feel favourable towards a change if it has Relative advantage • Is perceived as being better than the idea it supersedes Compatability • Is perceived as consistent with the existing values, past experiences, and needs of potential adopters Complexity • Is perceived as not difficult to use or understand Triability • May be experimented with an ongoing basis. Can we test it a little bit at a time? Is there evidence of others’ success? Observability • Results of implementation are visible to others
- 23. The 4 powerfulplanning questions 1.What do we want students to learn? (learning intentions) 2.What evidence will demonstrate success in learning? (success criteria) 3.What type of activity will produce this evidence? (assessment performances) 4.How do we need to support them to reach this learning intention? (unit plan)
- 24. We look forwardto hearing from you @weannotate www.weannotate.org